Contenido principal del artículo

Lavinia Marin
(1) Delft University of Technology, Delft, Netherlands (2) Katholieke Universiteit Leuven, Belgium
Países Bajos
https://orcid.org/0000-0002-8283-947X
Vol. 34 Núm. 2 (2022), Monográfico, Páginas 87-108
DOI: https://doi.org/10.14201/teri.27848
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Resumen

El cambio a la educación en línea que se produjo durante la pandemia del coronavirus puso en primer plano las preguntas sobre el valor y la conveniencia de una universidad totalmente en línea. Este artículo explora hasta qué punto es deseable una universidad totalmente en línea desde una perspectiva educativa, en la que la educación se considera una experiencia valiosa tomada en sí misma, independientemente de su resultado. Parto de la hipótesis de que una dimensión fundamental de las prácticas de estudio en la universidad es la experiencia del pensamiento colectivo desencadenado por acuerdos materiales y sociales específicos. Procedo a describir las condiciones materiales para desencadenar el pensamiento en términos de lo que llamo desplazamiento mediático, que es una forma de integrar los medios en las prácticas educativas que permite un tipo de atención fluctuante. El artículo concluye argumentando que necesitamos desarrollar nuevas tecnologías para la educación en línea y entrenar nuestra atención deliberadamente para los entornos en línea estableciendo nuevos protocolos para tratar la dispersión digital de la atención.

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